Blended Learning as A Means of Promoting Autonomous and Collaborative Learning Experiences
Nina Herlina (a*), Wachyu Sundayana, Prof., Dr., MA (b), Pupung Purnawarman, M.S.Ed., Ph.D (b)
a) LPDP. *ninaherlina.upi[at]gmail.com
b) Universitas Pendidikan Indonesia
Abstract
The benefits of integrating technology into English teaching and learning within a framework of blended learning are likely to outweigh the challenges. Introducing a combination of online, offline and traditional modes of delivery, this study provides practical ideas on how blended learning led to autonomous and collaborative learning experiences. Embracing the characteristics of a-mixed-method research, qualitative data (observation and interview) were transcribed, categorized and interpreted into central themes and quantitative data (English proficiency test) were calculated and categorized into effect size of Cohen (1988). 50 freshmen taking nursing study, called patients, were treated in a General English course program, named English Clinic, at Institute of Health Science in Cirebon, Indonesia. Surpassing everyones expectation, blended learning can be a potential option to run a big size class as well. There are, however, challenges to succeed in implementing blended learning; The instructional design and content selection, particularly when it comes to English for specific field, for medical purposes or healthcare professionals. These are of the greatest concern that warrant further study.
Keywords: Blended Learning; Autonomous Learning; Collaborative Learning
Topic: International Conference of English Language Teaching, Literature & Linguistics